Communication Device Game | Baamboozle - Baamboozle

Team 1
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Team 2
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Core-word reminders or visual supports (like “help,” “more,” “go”) are posted far from student and staff sight lines—nobody notices them during activities.

Lack of visible cues. Why it matters: Visible prompts promote consistent modeling and reinforce AAC use across contexts

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The AAC device is tucked away in a backpack during most of the school day, making it hard for the student to access and use.

Physical inaccessibility --it matters: Without easy access, meaningful communication opportunities diminish

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During group time, paraprofessionals interact verbally while ignoring the student’s AAC device entirely.

Modeling only through speech—not using the student’s AAC system. Why it matters: Aided language modeling (touching/interacting with the device when speaking)

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heart

Other team wins 15 points!

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shark

Other team loses 15 points!

Okay!

rocket

Go to first place!

Okay!

baam

Lose 20 points!

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The staff asks, “What do you want?” and immediately repeats the question before the student has time to find the words on the device

Insufficient wait time. Why it matters: AAC users need a pause—multiple seconds—to locate and express words; rushing disrupts communication flow

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monster

Reset all scores!

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fairy

Take points!

fairy

Take points!

banana

Go to last place!

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The device only includes topic-specific vocabulary (e.g., only “bathroom” or “snack”), but essential core words (“help,” “I,” “go,” “more”) are missing.

Incomplete or non-robust vocabulary systems. Why it matters: Core words are vital across settings and purposes; absence limits expression and flexibility

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The student consistently uses single words (e.g., “eat”), but the staff only repeat the same—never extending language

Barrier: Lack of aided language modeling beyond the student’s current level. Why it matters: Effective modeling (“plus-one” language) supports language developm

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